Applying Safety Practices

If the president and Congress do agree to fund a big federal infrastructure

program, it stands to reason that the boost in construction spending puts a
spotlight on the safety of the builders and welders who would be at work on the
front lines. They'd be facing some of the same occupational hazards—excessive
noise, work at heights and in confined spaces, respiratory hazards, and more.

There are many key protections welders require, starting with eye
protection, as called for by OSHA's 29 CFR 1910.252, the welding, cutting, and
brazing standard. This standard's section (b)(2) specifies eye protection that must
be provided.

The standard refers to a specific eye protection OSHA standard, 1910.133,

which contains charts listing the minimal shade numbers needed for protecting
welders' vision during various types of welding, and also says welders' lenses
must comply with the ANSI/ISEA Z87.1 standard, the American National Standard
for Occupational and Educational Personal Eye and Face Protection Devices. The
standard's current version is a 2015 edition, and it’s available for purchase
at www.safetyequipment.org.

There are several hazards central to welding that must be accounted for in
welders' training, equipment, and set-up for a job. These include electric shock,
welding fumes, fire, and injuries that can be caused by wearing PPE that is not
sufficient to protect against the level of hazard encountered during the task. Most
welding equipment has a voltage that presents a risk of electric shock. "The most
common type of electric shock is secondary voltage shock from an arc welding
circuit, which ranges from 20 to 100 volts. Bear in mind that even a shock of 50
volts or less can be enough to injure or kill an operator, depending on the
conditions," an article OH&S published three years ago pointed out.
 Exposure to welding fumes and gases is a primary hazard. Welders must
be acquainted with safety data sheets for the welding consumable products they
are using, as well as the use of ventilation to ensure exposures are minimized.
Permissible exposure limits come into play here, limits established by OSHA and
the American Conference of Governmental Industrial Hygienists. Welders rely on
respiratory protection, ventilation, and a variety of products for fume extraction.

Although some studies have estimated a 30-40 percent higher lung cancer
risk to long-term welders from exposure to fumes that contain manganese or
hexavalent chromium, or nickel, two studies published in Cancer Medicine in 2012
by Canadian and British researchers1 did not find an increased risk of lung cancer
linked to occupational exposure to gas and/or arc welding fumes among
medium/heavy smokers, but the authors did identify a higher risk due to both gas
and arc welding fumes among study participants who had never smoked and
among mild smokers, and they concluded the risks are higher among subjects
with higher cumulative exposure. (They had investigated relationships between
occupational exposure to gas and arc welding fumes and the risk of lung cancer
among workers in Montreal from multiple industries.)

Fire Safety
Much of the text in the OSHA 1910.252 standard concerns fire prevention. It
covers basic precautions, relocating combustible materials if possible, having fire
extinguishing equipment on hand, and fire watches. It includes this section:

1910.252(a)(2)(xv)
Fire prevention precautions. Cutting or welding shall be permitted only in areas
 that are or have been made fire safe. When work cannot be moved practically, as
in most construction work, the area shall be made safe by removing combustibles
or protecting combustibles from ignition sources.

The American Welding Society's safety and health fact sheet on fires and
explosions2summarizes the nature of fire hazards and how they can be avoided.
It, like the OSHA standard, says combustible materials should be at least 35
feet away from a welder's work area to prevent them from being ignited by
sparks, spatter, or molten metal.

"Fires and explosions can be prevented by being aware of your

surroundings, minimizing the combustibles in them, and taking the appropriate
protective precautions," the fact sheet states. It advises the welder to provide
adequate ventilation in work areas in order to prevent flammable gas, vapor, or
dust accumulations, and also to thoroughly check the area for any evidence of fire
after the welding or cutting operation is completed.

When needed, have a qualified firewatcher in the work area during and for
at least 30 minutes after the job is finished," it explains. "After welding or cutting,
make a thorough examination of the area for evidence of fire. Remember that
easily visible smoke or flame may not be present for some time after the fire has
started. Be alert, combustibles such as wood dust can smolder for extended
periods of time (days)." and Training Requirements Burns and eye injuries are the
most common types of injuries for welders. The right PPE—protective clothing,
gloves, welding helmets, respiratory protection—are the addressed in both
1910.252(b)(3), which says employees engaged in welding, cutting, or brazing
tasks shall wear protective clothing, and by 1910.132, the general OSHA PPE
standard.

The PPE standard says step one is the employer's hazard assessment, followed by PPE selection and
worker training. Once trained, workers should understand when PPE is needed and what types of
PPE are needed; how to put on and take off their PPE properly; the limitations of their PPE; and the
proper care and maintenance of this protective equipment.
 Interpreting Drawing and Sketches

Terms and definitions

A. Blueprint — A written message conveyed from the draftsman to the
workman containing technical information.
B. Dimensions — A process of illustrating the size of various objects.
C. Views — A drawing illustrating the part of an object one could see if
standing directly in front.
D. Orthographic projection — A method of illustrating several views of an
object.
E. Pictorial view — An illustration showing three or more sides of an object.
F. Size dimension — A type of dimension that tells how large or small an
object is.
G. Location dimension — A type of dimension that locates a feature on an
object.
H. Size description — The notes and dimensions that tell the size of an
object.
I. Shape description — the views that illustrate the shape of an object.
Definitions of Lines are the basic communication tool used in blueprints. Listed
below are examples of the most common lines used in blueprints today. Take the
time to memorize each type of line and know its uses too.
 Performing Industry Calculation

Definition of Terms
Addition – the process of uniting two or more
numbers to make it one Decimal point – the period
in a decimal number
Denominator – part the whole number
has been divided Dividend – the number
to be divided
Division – the process of finding how many times one number
contains the other number
Divisor – the number by which division is done
English system – the system that uses inch, foot and pound as units
of measurement
Even numbers – any number that can be divided by two
Fraction – one part of a whole number
Lowest common denominator – highest number that will divide
equally numerator and denominator
Metric system – system that uses millimeter, centimeter and meter
as units of measure
Minuend – the number from which subtraction is made
Multiplicand – the number which is multiplied
Multiplication – the process of adding one number as many times by
another number
Multiplier – he number by which multiplication is done
Numerator – the number of parts in the fraction
Odd number – any number that cannot be
divided by two Plus sign – the sign
indicating addition
Prime number – number that can be divided on exact
Product – the result of multiplication
Proportion - the equality of two ratios
Quotient – the result of division
Ratio – a comparison of two quantities
Remainder – the difference between two numbers
 Subtraction – the process of taking one number
away from another Subtrahend – the number to be
subtracted
Sum – the result obtained from adding two or more numbers
Whole number – number that have no fractional or decimal number
Zero – the number having no value

Perform four fundamental operations

PERFORMANCE STANDARDS

 Simple calculations involving whole numbers, mixed numbers, fraction and

decimal are performed using the four fundamental operations.

INTRODUCTION:

The four fundamental operation (addition, subtraction, multiplication and division)

skills should be developed in Shielded Metal Arc Work (SMAW) doing jobs. Inaccurate
operation would mean waste of time, effort, materials and the quality of the finish product.
The skill in measuring starts with the ability to add, subtract, multiply and divide.
Read the Information Sheet 1.1 very well then find out how much you
can remember and how much you learned by doing Self-check 1.1.
 Information Sheet 1.1

WHOLE NUMBERS

Are numbers that have no decimal or fractional parts. It can be ODD or EVEN
numbers. ODD numbers are those that cannot be divided by two (2). EVEN numbers are
numbers that can be divided by 2 with an exact number of times.

Examples:

Whole Numbers - 1 , 3 , 15 , 20 , 45 , 64 , 75 , 102 , etc.

Odd Numbers - 3 , 5 , 7 , 9 , 25 , 51 , 79 , 101 , etc.

Even Numbers - 2 , 4 ,6 , 8 , 12 , 20 , 24 , 50 , etc.

ADDITION

Addition is the process of combining two or more arithmetical or algebraic

quantities in one sum. It is the most common operation in mathematics indicated by a plus
(+) sign. It is also used when numbers are added horizontally or vertically. When more
than two numbers are added vertically, no sign is required. The sum is the result obtained
from adding two or more numbers.

To add whole numbers horizontally is more difficult than adding them, vertically.
Example, 20 + 15 + 30 + 25 = 90, this method is not commonly used because mistakes can
occur more easily.

THE NUMBER PLACE VALUE

We can find the value of a digit based on its place in the number.
Example: 3,452
 Digit 2 is in the Ones place
 Digit 5 is in the Tens place
 Digit 4 is in the Hundreds place
 Digit 3 is in the Thousands place

STEPS IN ADDING WITHOUT REGROUPING

 Always add the digits in the ones place first.

 Add the digits in the tens place next.
 Add the digits in the hundreds place.
 Add the digits in the thousands place and so on

Examples: 241 315

+ +
356 482
__________ __________
597 797
Self-Check 1.2

I. Directions: Fill in the place value of a digit based on its place in the number.
Use a separate sheet of paper as your answer sheet.

1. In 7 2 5 __________is in hundreds _________tens ________ones

2. In 4 5 0 the digit 5 is in the _________place
3. In 2,615 the digit 2 is in the _________place
4. In 1 5 0 _________ is in the hundreds place
5. In 6 8 5 _________ is in the tens place

II. Directions: Add the following numbers with or without regrouping

.
6. 742 7. 5 6 2 8. 7 3 5 9. 4 7 8 10. 857
+ + + + +
236 317 179 125 964
_______ ________ _________ ________ ________
Information Sheet 1.3

SUBTRACTION

Is the process of taking one number away from another number. It is the opposite of
addition. The minus (-) sign indicates subtraction. The Minuend is the number from which the

subtraction is made. The Subtrahend is the number which is subtracted. The Remainder
is the difference between the two numbers.

Subtracting Whole Numbers

Procedure:
 Subtract the subtrahend from the minuend to get the remainder.

To Check:
 Add remainder to subtrahend to get the minuend.
Example:
568
-
43
_________
525
 5 6 8 – is the minuend
 43 – is the subtrahend
 5 2 5 – is the remainder
 8 – is in the ones place
 6 – is in the tens place
 5 – is in the hundreds place

To Check: Add remainder 5 2 5 and 4 3 the subtrahend to get the minuend 5 6 8

Steps in Subtracting Without Regrouping

 Subtract the digits in the ones place first

 Subtract the digits in the tens place
 Subtract the digits in the hundreds place and so on

Example: 578 965 879

- - -
231 732 546
_________ _________ _________
347 233 333
 I. Directions: Subtract the following with or without regrouping. Use a separate
sheet of paper as your answer sheet.

1. 854 2. 976 3. 685

_ _ _
7 31 352 523
_________ __________ _________

4. 851 5. 513
_ _

673 256
_________ __________

MULTIPLICATION

Is the process of adding one number as many times as there are units in the other
number, for example 2 x 3 = 6. It can also produce the same result as adding 3 + 3 = 6. The
sign times or multiplied by (X) indicates multiplication. The Multiplicand is the number which
is multiplied.
Multiplier is the number by which multiplication is done. Product is the result of multiplication.

Multiplying Whole Numbers

Procedure:
 Multiply the multiplicand by the multiplier to get the product.

To Check:
 Reverse multiplicand and multiplier the multiply again to get the product or
divide the product by the multiplier to get the multiplicand.

Example: 150 - Multiplicand

X
7 - Multiplier
__________
7 5 0 - Product

Multiplying Fractions

Procedure:
 Multiply the numerator of one fraction by the numerator of the other fraction.
 Do the same with the denominators.
 Reduce the answer to the lowest term as required.

Example: 3 / 5 x 1 / 5 = 3 / 25 - Multiply the numerators ( 3 x 1 = 3) to get 3 then

- Multiply denominators ( 5 x 5 = 25) to get 25,

thus

- 3 / 5 x 1 / 5 = 3 / 25
Directions: Multiply the following whole, fractions and decimal numbers or
the information asked for below. Use a separate sheet of paper as your
answer sheet.
1. 2 4 5 2. 152 3. 3/8 x 5/8 =
x x
13 126
__________ __________

4. 2/5 x 3/5 = 5. 8.25

x
.5
________
DIVISION

Is the process of finding how many times one number contains the other number. It
is the reverse of multiplication. The sign divided by ÷ indicates division. Dividend is the
number to be divided. Divisor is the number by which division is done. Quotient is the
result of division and Remainder is part of the quotient left whenever a quotient is not a
whole number. Example: 25 ÷ 4 = 6 ¼ (25 ÷ 4 = 6 remainder 1)

Dividing Whole Numbers

Procedure:
 Divide dividend by divisor to get the quotient

To Check:
 Multiply the divisor by the quotient or vice versa to get the dividend

54 - Quotient 54 - Quotient
_____ x 5 - Divisor
5 √ 270 - Dividend _______
25 270 - Dividend
_____ - 5 Divisor
20
20
0
Self-Check 1.4

Directions: Divide the following whole, decimal numbers and fractions. Use a separate
sheet of paper as your answer sheet.
_____ _____
1. 7 √ 392 2. 25 √ 225

_____ _____
3. 150 √ 1050 4. 15√ 375

5. 2
____ ÷ 4 =
3
 Activity Sheet 1.1

I. Directions: Fill in each empty box with plus, minus or equals sign ( + ) ( - ) or ( = )

70 50 120

50 20 30

20 70 90

II. Directions: Match column A with column B. Write the letter of the correct answer
on the blanks provided for.
A B
______1. Minuend
215
______2. Remainder
+ 10
______3. Multiplicand ______
. 4. Divisor
225 – (A)
______5. Dividend

______6. Sum
320- (B)
______7. Quotient
-
______8. Subtrahend
150- (C)
______9. Product
__________
_____10. Multiplier 170- (D)
 LEARNING OUTCOME 2

Convert English Units of measurement to Metric System

PERFORMANCE STANDARDS

  Units are converted to the required figure using the given formulae.
English measurements are converted to metric

Information Sheet 2.1

INTRODUCTION:
The Metric System is known as the most common measurement system used in
most places of the world. There are common prefixes used to represent as multipliers. For
example, in a distance of 2,000 meters can also be expressed as 2 Kilometers.

The English System on the other hand is also known as the British (US) System likewise
commonly used anywhere in the world. This system uses the Inch, Foot and Pound as the
basic units of measurement. Decimal inch based on tenths and hundredths to simplify
measurements. It is commonly used by Engineers, Architects, Surveyors, Draftsmen etc. For
better understanding of the systems one must be familiar with the conversion of the English
units of measurement to the metric system and vice versa by applying the appropriate
conversion factors and procedures
Measurement Systems
The basic measurement in the English system is the Yard divided into Feet and
Inches abbreviated as follows: Yard – Yd. , Feet – Ft. , and Inches as In. The Metric
System or the Systems International (SI) use Meter as the basic unit of measure divided
into Decimeters, Centimeters, and Millimeters with the following abbreviations when
used.
Meter - m
Decimeter – dm
Centimeter - cm
Millimeter - mm
Measuring accurately is skill that should be developed. Inaccurate measurements
would mean waste of time, effort, materials and the quality of the finish product. The skill
in measuring starts with the ability to read and interpret the systems of measurement.
The measuring tool available in the workshop contains English System in one side and
Metric System on the other. In the English System, the inch is divided into 16 graduations.
The first graduation reads 1/16, the second 2/16 or 1/8, the third as 3/16 and so on
A- English System
1/16 5/16 9/16 13/16

I | I | I | I | I | I | I | I |
| | | | | | | |
1/8 1/4 3/8 1/2 5/8 3/4 7/8 1 Inch
or or or or
 2/16 6/16 10/16 14/16

B- Metric System
The Metric System (Systems International-SI) Centimeters is divided into ten
(10) Graduations where the first graduation reads 1 millimeter, the second 2
millimeters, the fifth 5 millimeters or .5 centimeter and so on.

1 2 3 4 5 6 7 8 9 10 millimeters
I I I I | I I I I | I I I I | I I I I | I I I I | I I I I | I I I I |
| | | | | | |
1 Cm 1.5 Cm 2 Cm 2.5 Cm 3 Cm 3.5 Cm

BASE UNITS OF MEASURE

Unit Metric Symbol Quantity
Meter m Length
Gram g Mass
Second s Time
Ampere A Current
COMMON UNIT PREFIXES

Prefix Unit Number

Micro Millionth .000001
Milli Thousandth .001
Centi Hundredth .01
Deci Tenth .1
Deka Ten 10
Hecto Hundred 100
Kilo Thousand 1,000
 Self-Check 2.1

Directions: Write the correct measurements from the bench rule indicated by numbers
below.
Use a separate sheet of paper as your answer sheet

__(1)__ ______(2)_______ __________(3)____________

I I I I I I
II II |I II I | II II | III I |II II |I II I | II II |I I I I|
| | | | | | | |
1 cm 2 cm 3 cm 4 cm

____(4)______ __(5)____ _______(6)_______

I I I I I I
III|III|III|III|III|III|III|III|III|III|III|III|
| | | | | | | | | | | |
I | |
1 in. 2 in 3 in

(9)
__(7)___ _(8)__ ___ _______(10)__________
I I I | I I I I
IIII|IIII|IIII|IIII|IIII|IIII|IIII|IIII|IIII|IIII|
| | | | | | | | | |
1 cm 2 cm 3 cm 4 cm 5 cm
 Information Sheet 2.2

A- Metric to English Equivalents

Metric System or Systems International (SI) _ English System or British (US)
System
1 Meter = 39.37 Inches
3.28 Feet
0.30 Meter/ 30 Centimeters = 1 Foot
1 Centimeter = 0 .3937 Inch
2.54 Centimeters = 1 Inch
1 Millimeter = 0.03 Inch
25 Millimeters = 1 Inch
1 Kilometer = 1093.6 Yards

B – English to Metric Equivalents

1 Inch = 2.54 Centimeters

.5 Foot = 150 Millimeters
15 Centimeters
1 Foot = 30.5 Centimeters
1 Yard = 91.5 Centimeters
Sample Computations:
Metric to English Conversion
 To convert meters to feet, divide the length in meters by .30

40
a- 12 meters to =_______ feet = 12/.30 ____
= 40 .30.√ 1200
120
_____
0
0
_____
X
 To convert meter to inches, multiply the length in meters by 39.37

1 1
b- 2 meters to =______ inches = 2 x 39.37 39.37
= 78.74 x 2
_______
78.74
English to Metric Conversion
 To convert feet to meter, divide the length in feet by 3.28
25
c- 82 feet to =_______meters = 82/3.28 ____
= 25 3.25. √ 8200
656
_____
1640
1640
X
 To convert inches to centimeters, multiply the length in inches by

2.54 d- 50 inches to =______centimeters = 2.54 x 50 = 127 cm

2.54
x 50
_______
127.00

e- 15 inches to= _____millimeters = 15 x 25 = 375 mm

,f- 5 yards to =______ centimeters = 5 x 91.5 = 457.5 cm

 Self-Check 2.2

Directions: Convert the following English measurements to metric (vice-versa). Use a

separate sheet of paper as your answer sheet.

I. English to Metric

1. 5 Inches - ______Centimeters
2. 3 Feet - ______ Millimeters
3. 10 Yards- ______ Centimeters
4. 6 Feet - _______ Meters
5. 8 Inches- _______ Millimeters

II. Metric to English

6. 32 Millimeters - _____Inches
7. 15 Centimeters - ____Foot
8. 4 Meters - _____Feet
9. 7 Centimeters - ____Yards
9 Meters - _______Inches

LEARNING OUTCOME 3

Perform basic ratio and proportion, area and volume

Calculations

PERFORMANCE STANDARDS

  Percentages are computed using appropriate formula.

 Precise and accurate formulas for computing area needed in metal
trade are used.

Information Sheet 3.1

Ratio and Proportion

Ratio
The ratio of two numbers is a comparison of two quantities. It is expressed as the
indicated quotient of two numbers called TERMS of the ratio. The ratio of C to D maybe
expressed as C : D, read as C is to D, C/D or C ÷ D. The numbers 4/6, 6 : 9, 8 : 12 or 14 : 21
have the same value as the ratio is 2 : 3.

When the ratios are between measurements, the term of the ratio must be expressed
in the same units. The three angles of a triangle are usually expressed as 1 : 2 : 3, read as 1
is to 2 is to 3. If the sum of the angles of a triangle is 180 degrees, the measurement of each
angle can be determined using the following procedure.
Examples:
I. Find the measurement of each angle of a triangle, if the ratio of the angles of a
triangle is 1 : 2 : 3 and the sum of the is 180 degrees.
Solution:
Let X = measurement of the first angle
2X = measurement of the second angle
3X = measurement of the third angle

X + 2X + 3X = 180 degrees – sum of the 3 angles of a triangle

6X = 180 degrees- sum of X‟s
X = 30 degrees - measurement of the first angle
2X = 2 (30) = 60 degrees – measurement of the second angle
3X = 3 (30) = 90 degrees – measurement of the third angle
II. Find the ratio of 4 hours to 2 days.
= 4 hours to 2 days
= 4 hours to 48 hours
= 1:12 (dividing 4 and 48 by 4)

III.Find the ratio of 15 centimeters to 2.5 meters.

= 15 centimeters to 250 centimeters
= 3:50 (dividing 15 and 250 by 5) 15 ÷ 5 = 3 and 250 ÷ 5 = 50

IV. Pedro has a box containing 5 ballpens,3 erasers, 2 pencils and 1 stapler. What is the
ratio of pencils to erasers?

The answer can be expressed as fraction, with the numerator equal to the first
quantity and the denominator equal to the second, the answer could be 2/3 or writing
it 2 is to 3 or 2 : 3.
What about the ratio of ballpens to all the contents of Pedro‟s box?

There were 5 + 3 + 2 + 1 = 11 total contents of box, so the answer could be

expressed as 5/11, 5 is to 11 or 5 : 11.
Proportion Is the equality of two (2) ratios.

The Principle of Proportion:

The product of the Means is equal to the product of the Extremes.

Illustrative Example:

1 and 12 are the Extremes

The second and third terms are the means, while the first and the fourth terms are the extremes
of the Proportion. The product of 2nd and 3rd terms = 12 (3 x 4 = 12) The product of the 1st and
4th terms = 12 (1 x 12 = 12) Thus, the product of the means is equal to the product of the
extremes.

Proportion is an equation with a ratio on each side. It is a statement that two ratios are
equal .

Example: 3/8 = 6/16

When one of the four numbers in a proportion is unknown, cross product maybe
used to find the unknown number. Question marks or letter x and n are frequently used in
place of the un-known number.

Example:

Solve for n: ½ = n/4 Using cross product, we multiply 2 x n

= 4, so 2 x n = 4
= 2n =4 (4 ÷ 2
= 2) n = 2
 Self-Check 3.1

I. Find the ratio of the following measurements given below. Use a separate sheet of
paper for your answer.

1. 6 inches to 3 feet
2. 15 centimeters to 1 meter
3. 3 feet to 5 yards
4. 150 millimeters to 50 centimeters
5. 30 centimeters to 2 meters

II. Find the unknown term of proportions given below.

6. 5 : 10 = 6 : x
7. 4 : x = 2/8
8. 6 : 3 = 12 : x
9. 2/3: = x : 6
10. 3:9=4:x
 Information Sheet 3.2

COMPUTING FOR AREA AND VOLUME

In the metal trades, common formulas related to plane and solid figures are used for
laying-out jobs. For example, a welder maybe required to lay-out and build a cylindrical tank
to hold specified number of gallons of liquid. By applying the volume formula for cylinders,
the welder can determine the size of cylindrical tank.

AREA
Area is the number of unit squares equal to the surface of an object. For example, a
standard size of a piece of plywood contains 32 square foot (sq. ft.). Because it measures
4 feet by 8 feet so, 4 x 8 = 32 square feet.

Area is expressed in square inches, square feet and other units of measure. A square
inch measure 1” x 1” or each equivalent. A square foot contains 144 square inches by
multiplying 12” x 12” = 144 sq. inches. The area of any plane figure can be determine by
applying the proper formula.

CIRCLE

When the diameter of a circle is known, the circumference is found by using the
following formula.
C= πD Where: C= Circumference
π = 3.1416
D = Diameter

Example:

1. What is the circumference of a 20” diameter circle?

Solution: C = πD

C = 3.1415 x 20

C = 62.832 inches
Finding the circumference of circle (Diameter)

When the diameter is known, the circumference of a circle is found by applying the
following formula.
 When the diameter of a circle is known, area of a circle is found by applying the
following formula.
or

A = 0.7854 x D² Where A = Area

0.7854 = Constant

D² = Diameter Squared
Finding the volume of a cylinder

When the diameter of a cylinder is known, the volume can be found by applying the
following formula.
 V = 0.7854 x D² x h Where V = Volume

0.7854 = Constant

D² = Diameter squared
h = Height
Example:

What is the volume of a tank that is 4ft. in diameter and 12 feet in length?

Solution: V = .7854 x D² x h

V = .7854 x (4 x 4) x 12

V = .7854 x 16 x 12

V = 150.79 cubic feet (cu.ft.)

Formulas for Computing Area and Volume of Plane and Geometric Figures
Square 4 x side
Rectangle 2 x (length + width)
Parallelogram 2 x (side1 + side2)
Triangle side1 + side2 + side3
Regular n-polygon n x side
Trapezoid height x (base1 + base2) / 2
Trapezoid base1 + base2 + height
x [csc(theta1) + csc(theta2)]
Circle 2 x pi x radius
Ellipse 4 x radius1 x E(k,pi/2)
E(k,pi/2) is the Complete
Elliptic Integral of the Second Kind
k = (1/radius1)
x sqrt(radius12 - radius22)
Area formula

Square side2 or S2
Rectangle length x width or LW
Parallelogram base x height or bh
Triangle base x height / 2 or bh/2 or 1/2bh

Regular n-polygon (1/4) x n x side2 x cot(pi/n)

Trapezoid height x (base1 + base2) / 2

Circle pi x radius2 or 6S2

Ellipse pi x radius1 x radius2

Cube (surface) 6 x side2

 Sphere (surface) 4 x pi x radius2 or 4Пr2
Cylinder (surface of perimeter of circle x height
side)
2 x pi x radius x height
Cylinder (whole Areas of top and bottom circles
surface) + Area of the side
2(pi x radius2) + 2 x pi x radius x height
Cone (surface) pi x radius x side

Torus (surface) pi2 x (radius22 - radius12)

Volume formula

Cube side3 or S3
Rectangular Prism side1 x side2 x side3

Sphere (4/3) x pi x radius3 or 4/3Пr2

Ellipsoid (4/3) x pi x radius1 x radius2 x radius3

Cylinder pi x radius2 * height or Пr2h

Cone (1/3) x pi x radius2 x height or 1/3 Пr2h
Pyramid (1/3) x (base area) x height

Torus (1/4) x pi2 x (r1 + r2) x (r1 - r2)2

Self-Check 3.2

I. Directions: Find the Area of the following geometrical figures. Use a separate
sheet of paper for your answers.

1. What is the area of a 25” diameter circle?

2. What is the area of a 20‟ x 15‟ feet tool room?

3. What is the area of a triangle with a 12” base and a 15” height?

II. Directions: Find the volume of the following.

4. What is the volume of a water tank that is 6‟ in diameter and 14‟ long?

5. What is the volume of a 22” x 10” x 8” rectangular solid?